Teacher Effectiveness Research (TER) could be a foundation upon which a valid teacher evaluation system could be built. However, even a technically exceptional evaluation system may be doomed to fail if the political dynamics that influence its implementation are not examined. This study examines the extent to which a proposed teacher evaluation…

We live in an era in which standardized assessments play a necessary and important role in the mission of our public schools to provide equal and equitable educational opportunity to all students. However, our focus on summative accountability measures often has an eclipsing effect on the equally important role of formative assessment practices in…

Discusses the limited applicability of traditional evaluation methods for elementary and secondary school teachers engaged in the field of fine and performing arts. Explores the use of traditional evaluation in the context of music education and addresses the future need for more reliable approaches to music teacher evaluation. (SLD)

Explores issues related to the ethical behavior of teachers serving in the evaluation of colleagues and proposes some topics for consideration. Invites comments and suggestions from educators about this aspect of teacher evaluation. (SLD)

The concerns postmodernists have about evaluations, especially in education, are explored. Postmodernist and standards-based perspectives on evaluation are described, and specific questions about the role of postmodernism in evaluation are addressed from a standards-based perspective. (SLD)

Uses a dialogue format to critique the arguments of W. Roth and M. Tobin for a radical departure from traditional conceptions and discussions of teacher evaluation. Makes the case that before considering radical new approaches, evaluators should understand strengths and weaknesses of existing models. (SLD)

Responds to the criticism offered by M. Scriven of the call for a radical new approach to teacher evaluation made by M. Roth and K. Tobin, noting that more builders of evaluation theory are needed, especially builders of theory that can be useful as the starting point for change. (SLD)

Workplace predictors of career satisfaction for 197 teachers involved in a career-development plan were studied. Predictors of career satisfaction vary according to divergent work roles and career phases, but information resources and hierarchy of authority for entry levels, rationality of promotion, and positive evaluations are among the…

Explicates a conceptual framework for analyzing the politics of personnel evaluation in an educational context. Using several elements of the framework, discusses the politics of teacher evaluation in California in relation to the types of personnel evaluation decisions, the actors, their access to these decisions, sources and levels of power, and…

Describes an approach used to determine some university faculty annual raises. Describes faculty assessment information and tabular summaries made from this information. Also reviews the annual evaluation procedure by a faculty review team and the department head and shows how faculty raise allocations are determined. (SLD)

Explored the perceptions of 12 teachers of the support available to them for professional development and the benefits and pitfalls for professional growth of a learner-centered teacher evaluation system. Teachers acknowledged support available, believed that the proposed teacher evaluation system offered opportunities for growth, but showed were…

Conducted case studies of two principals involved in a new teacher evaluation, assessment, and professional growth system. Discusses implications of the findings for linking teacher evaluation, newer conceptions of school leadership, and school improvement. (SLD)

Studied teacher perceptions of appraisal (teacher evaluation) in a sample of 527 elementary school teachers in Hong Kong who were evaluated by the principal or senior teaching staff. The appraiser-appraisee combination did make a significant different in teacher perception of the purposes and appropriateness of the appraisal. (SLD)

Five experienced (expert) and six beginning (novice) principals viewed a classroom teaching episode for teacher supervision purposes on two occasions. Findings show important differences between experts and novices in their abilities to make recommendations for the improvement of teaching. (SLD)

Describes the Ninth Annual Evaluation Institute of the Consortium for Research on Accountability and Teacher Evaluation (CREATE) "Educational Accountability: Assessment, Evaluation, and Technology Assessment and Evaluation," San Jose, California, July 20-23, 2000. The Institute featured more than 50 presentations with 4 keynote…